2.6 Modelling skillsIB Maths: Applications and Interpretation HL: Revision notes
Section 1
The modelling process
Mathematical modelling turns a real situation into mathematics and back again. Follow the cycle:
- Develop the model: understand the context, choose a function type and its parameters.
- Fit the model: find the parameters from the data.
- Test and reflect: compare the model with the data and the context.
- Use the model: read values, interpret them and make predictions. If the model is not reasonable, return to step 1 and choose or adjust the model. You use the SL 2.5 models (linear, quadratic, exponential, direct and inverse variation, cubic, sinusoidal) and their graphs. Fitting a model by regression is topic 4, and at SL you are not expected to perform non-linear regressions.
Section 2
Choosing a model and its domain
Choose the model from the shape of the data, the properties of the curve and the context:
- constant rate of change: linear
- one maximum or minimum: quadratic
- the same multiplying factor for equal steps, or levelling off at an asymptote: exponential
- regular repeating cycle: sinusoidal. The domain is the set of inputs that make sense. Time cannot be negative, a tank cannot hold more than its capacity and a count cannot be fractional. Example: for a tank of capacity 400 litres gives , so .
Giving the domain as all real numbers. Always consider the physical limits of the situation.
Section 3
Finding the parameters
There are three ways to find the parameters. Initial conditions: for , . For , , and . Substitution of points: put known points into the function. Through and with : and , so . Simultaneous equations (GDC): set up one equation for each unknown, up to three linear equations in three variables, and solve with technology. Example: through , and gives , , , so , , .
Check the fitted model by substituting a data point you did not use.
Section 4
Testing and reflecting
Test the model against the data and the context. Comment on whether it is appropriate and reasonable:
- Does the curve pass close to the data points, and does it have the right shape?
- Do the predicted values make sense (no negative lengths, no population below zero, no volume above capacity)?
- Is the domain sensible? Justify a choice of model with specific features, for example 'the mass halves every 6 days, so an exponential model is appropriate'. If a model gives an unreasonable value, say which assumption fails.
Section 5
Using the model and the dangers of extrapolation
Use the model to read values, solve equations on the GDC and interpret the answers in context with units. Interpolation is predicting within the range of the data and is usually reliable. Extrapolation is predicting outside the range of the data and can be very unreliable. Example: a quadratic fitted to a town's population from 2000 to 2020 predicts a population of zero at . That is not realistic for a growing town, so the model should not be trusted far beyond 2020. A bacteria model would also give impossible numbers for large , because food and space run out.
Stating a prediction far outside the data as if it were certain. Say that it is an extrapolation and may be unreliable.
That's the notes covered.
Carry on to the next subtopic.
Exam questions on 2.6 Modelling skills
- A rooftop water tank holds at most 400 litres. A pump starts filling the tank at minutes, and the volume of water litres in the tank is modelled by .Find and comment on the reasonableness of the model at .2 marks
- A scientist measures the mass grams of a radioactive sample days after the start: 80 g at , 40 g at and 20 g at . She wants to fit a model to these data.Use the model , with from part (b), to predict the mass of the sample after 20 days.2 marks
- A Ferris wheel has its lowest point 2 m above the ground and its highest point 52 m above the ground, and it completes one revolution every 20 minutes. A passenger is level with the axle, and rising, at minutes. The passenger's height metres above the ground is modelled by , where .Find the values of , and .3 marks
Written by the Exaim team, led by Shaun Daswani (Head of Upper Secondary, Improve ME Institute; MSc Financial Mathematics, Imperial College London; BSc, UCL) and Jason Daswani (operational lead, Improve ME Institute; LSE).